June 2013 Peacebuilding, Education and Advocacy in Conflict-Affected Contexts Programme 2012 Consolidated Annual Report Contents List of Tables and Sidebars ........................................................................................................ iv Acronyms .................................................................................................................................... v Acknowledgements .................................................................................................................... vi Executive Summary .................................................................................................................. vii 1.0 CONTRIBUTION SUMMARY ............................................................................................... 1 2.0 PROGRAMME OVERVIEW ................................................................................................. 2 3.0 STRATEGIC CONTEXT ....................................................................................................... 4 4.0 CONFLICT ANALYSIS AS A FOUNDATION FOR PROGRESS .......................................... 7 4.1 The process for conflict analysis ....................................................................................... 7 4.2 Key findings from the conflict analyses ............................................................................10 4.3 Implications for programming ...........................................................................................13 4.4 Overall lessons learned on conflict analysis .....................................................................14 5.0 OVERVIEW OF RESULTS FOR 2012 ................................................................................17 5.1 Outcome 1 – Integrating peacebuilding and education ....................................................17 5.2 Outcome 2 – Building institutional capacities ...................................................................21 5.3 Outcome 3 – Developing community and individual capacities ........................................25 5.4 Outcome 4 – Increasing access to conflict-sensitive education ........................................29 5.5 Outcome 5 – Generating evidence and knowledge ..........................................................34 6.0 GENDER ISSUES IN THE PBEA CONTEXT ......................................................................37 7.0 PROGRAMME AND FINANCIAL MANAGEMENT ..............................................................40 8.0 MONITORING AND EVALUATION .....................................................................................44 8.1 A unique and comprehensive approach to building evidence ...........................................44 8.2 Overall lessons learned on monitoring and evaluation .....................................................46 9.0 OUTREACH AND COMMUNICATION ................................................................................47 10.0 STRATEGIC PARTNERSHIPS .........................................................................................49 10.1 Emerging global partnerships ........................................................................................49 10.2 Emerging regional partnerships .....................................................................................51 10.3 Emerging national partnerships .....................................................................................53 10.4 Overall lessons learned on partnership ..........................................................................54 2012 PBEA Consolidated Report 30 June 2013 Page ii 11.0 FIRST-YEAR CHALLENGES AND LESSONS LEARNED ................................................55 12.0 PRIORITIES FOR 2013 ....................................................................................................58 13.0 EXPRESSION OF THANKS..............................................................................................63 Annex A. Status of conflict analyses by country ........................................................................64 Annex B. Key performance indicators for the Peacebuilding, Education and Advocacy in Conflict-Affected Contexts programme ......................................................................................65 Annex C. Sample Operational Matrix ........................................................................................66 2012 PBEA Consolidated Report 30 June 2013 Page iii List of Tables and Sidebars Tables Table 1. Commonly identified conflict drivers page 10 Table 2. Peacebuilding, Education and Advocacy in Conflict-Affected Contexts programme allocation summary, 2012 page 41 Sidebars The four-step conflict analysis methodology page 9 A case study on the Sierra Leone conflict analysis page 15 Liberia: Transformative education in the ‘strategic roadmap’ page 18 Fostering a community of practice in Africa to promote peace through education page 20 Lights, camera, action! Peacebuilding through film-making in Pakistan page 27 Combating violence against children in Uganda page 28 Samira’s story: Providing quality, relevant and conflict-sensitive learning in Somalia page 33 2012 PBEA Consolidated Report 30 June 2013 Page iv Acronyms ADEA Association for the Development of Education in Africa C4D Communication for Development CDVR Commission Dialogue, Vérité et Réconciliation (National Commission for Dialogue, Truth and Reconciliation, Côte d’Ivoire) DOC Division of Communication EAPRO East Asia and Pacific Regional Office ECD early childhood development EEPCT Education in Emergencies and Post-Crisis Transition EMOPS/PRS Office of Emergency Programmes/Peacebuilding and Recovery Section ESARO Eastern and Southern Africa Regional Office GPE Global Partnership for Education ICQN Inter-Country Quality Node IIEP International Institute for Educational Planning INEE Inter-Agency Network for Education in Emergencies M&E monitoring and evaluation MENARO Middle East and North Africa Regional Office PBEA Peacebuilding, Education and Advocacy in Conflict-Affected Contexts RESEN Eléments de Diagnostic du Système Educatif Centrafricain ROSA Regional Office for South Asia UNDP United Nations Development Programme UNESCO United Nations Educational, Scientific and Cultural Organization UNHCR Office of the United Nations High Commissioner for Refugees VACiS Violence Against Children in Schools (Uganda) WASH water, sanitation and hygiene WCARO West and Central Africa Regional Office 2012 PBEA Consolidated Report 30 June 2013 Page v Acknowledgements The 2012 Peacebuilding, Education and Advocacy in Conflict-Affected Contexts (PBEA) programme Consolidated Annual Report draws from detailed reports prepared by UNICEF country and regional offices, as well as UNICEF section reports. The report has benefited from the insight and analysis provided by members of the Programme Management Team and UNICEF’s technical adviser to the programme. The report team would like to thank all those who have contributed their time and expertise. UNICEF would also like to acknowledge the contribution of strategic partners to results reported during the year. These partners include the Inter-Agency Network for Education in Emergencies (INEE) and UNESCO’s International Institute for Education Planning (IIEP). In addition, UNICEF would like to extend a special thank you to the Government of the Netherlands for its commitment to pioneering approaches in the emerging field of education and peacebuilding, and for its continued support for children in conflict-affected contexts, for whom education is one of their only routes out of crisis. 2012 PBEA Consolidated Report 30 June 2013 Page vi Executive Summary The Peacebuilding, Education and Advocacy in Conflict-Affected Contexts (PBEA) programme is an innovative, cross-sectoral initiative designed as a partnership between UNICEF, the Government of the Netherlands, the national governments of participating countries and other key partners. The overarching goal of this four-year programme is to strengthen resilience, social cohesion and human security in conflict-affected contexts – including countries at risk of, experiencing or recovering from conflict. Five global outcomes have been established as benchmarks for progress: • Outcome 1 aims to increase inclusion of education into peacebuilding and conflict reduction policies, analyses and implementation. • Outcome 2 will increase institutional capacities to supply conflict-sensitive education. • Outcome 3 aims to increase the capacities of children, parents, teachers and other stakeholders to prevent, reduce and cope with conflict and promote peace. • Outcome 4 will increase access to quality, relevant conflict-sensitive education that contributes to peace. • Outcome 5 is cross-cutting and will contribute to the generation and use of evidence and knowledge in policies and programming related to education, conflict and peacebuilding. Programme implementation began in January 2012, and many steps were taken during the first year: priority countries were identified, resources allocated and key staff hired; a global results framework and the monitoring and evaluation (M&E) plan were established; and research and partnership strategies were developed. These accomplishments are outlined in detail in relevant sections throughout the full report. Thirteen countries participated in the PBEA programme during 2012: Burundi, Chad, Côte d’Ivoire, the Democratic Republic of the Congo, Ethiopia, Liberia, Pakistan, the State of Palestine, Sierra Leone, Somalia, South Sudan, Uganda and Yemen. And Myanmar joined the PBEA programme in 2013. Six country offices with the capacity to move quickly towards implementation – the Democratic Republic of the Congo, Liberia, Pakistan, Somalia, the State of Palestine and Uganda – developed accelerated work plans to respond to known conflict drivers and deliver immediate peace dividends. Strategic Context Education has a significant role in building peace. It can serve as a peace dividend, restoring confidence and trust in governments and building confidence for the future. It can minimize inequalities or grievances among conflict-affected communities, and it can strengthen the values, attitudes and beliefs that support peace. At the same time, however, education can be a 2012 PBEA Consolidated Report 30 June 2013 Page vii potential driver of conflict when delivered without consideration of the dynamics of conflict or sufficient attention to peacebuilding dimensions. Recognition of the role of education in achieving sustained and long-term peace has increased significantly. The 2009 report of the Secretary-General laid the foundation by highlighting education as one of five priorities for peacebuilding in the immediate aftermath of conflict.1 A number of other initiatives have also highlighted the importance of education in conflict- affected countries, including the Secretary-General’s Global Education First Initiative, post-2015 development consultations, the World Bank’s launch of the Global Center on Conflict, Security and Development in February 2012, and the Global Partnership for Education’s Strategic Plan for 2012–2015. Perhaps most significantly, the New Deal for Engagement in Fragile States, endorsed in November 2011, is being piloted in four PBEA countries: the Democratic Republic of the Congo, Liberia, Sierra Leone and South Sudan. Despite the recognition of its importance to peacebuilding, education continues to be under- represented in peacebuilding dialogue, and aid to education is stagnating under the economic recession that is placing pressure on domestic budgets.2 Although there have been significant advancements, 61 million primary-school-age children, including 32 million girls, are out of school.3 More than 40 per cent of these children are from conflict-affected countries.4 Among children of lower secondary school age, 71 million are out of school.5 Children and youth in conflict-affected countries continue to face insecurity and disaster, with girls and women impacted disproportionately. It is within this broader context that the PBEA programme is being operationalized. Conflict analysis as a foundation for progress The methodology for conflict analysis under the PBEA programme is comprehensive, cross- sectoral and multi-stakeholder, and incorporates the social dimensions and root causes of conflict. Four countries supported under the PBEA programme completed a conflict analysis in 2012: the Democratic Republic of the Congo, Liberia, Sierra Leone and Uganda. The remaining 10 countries will complete their analyses in 2013. Conflict analyses involve a literature review and mapping of prior country-level research, along with consultations with a variety of stakeholders in targeted vulnerable and conflict-affected regions. Findings from the review and consultations were consolidated, and three countries – the Democratic Republic of the Congo, Liberia and Uganda -– validated their conflict analysis findings through a national-level process. 1 General Assembly Security Council, ‘Report of the Secretary-General on Peacebuilding in the Immediate Aftermath of Conflict’, A/63/881-S/2009/304, United Nations, New York, 11 June 2009. 2 United Nations Educational, Scientific and Cultural Organization, EFA Global Monitoring Report: Youth and skills – Putting education to work, UNESCO, Paris, 2012, p. 148. 3 Ibid., p. 3. 4 Ibid., p. 3. 5 Ibid., p. 229. 2012 PBEA Consolidated Report 30 June 2013 Page viii These investigations have been instrumental in contributing to a greater understanding of conflict dynamics and drivers in PBEA countries, particularly in relation to education. Sub- national variations in conflict drivers were also noted, suggesting that different educational responses within a given country may be required. The analyses revealed the differential impact of conflict on women and girls, in addition to tensions between adults and youth regarding traditional and modern culture and practices. Political economy dynamics also emerged as a key factor to be considered in the analysis of conflict drivers. Gender-based violence was identified as both a driver and consequence of conflict. Sexual violence is increasingly used as a weapon of war. These patterns continue into post-conflict societies, where gender-based violence at home, in schools and in communities becomes an accepted social norm. Issues of child marriage, teen pregnancy and prostitution due to poverty and hunger are breaking down traditional family structures and negatively impacting social cohesion, leaving women and girls vulnerable to both violence and exploitation. The analyses revealed the need to address conflict drivers through educational responses at three levels: (1) the political and policy level; (2) through structural reforms; and (3) through changes in individual values, attitudes and behaviours. These three areas are being used to design comprehensive three-year country work plans for the PBEA programme. The conflict analyses took longer to complete than anticipated due to the time needed for negotiating and ensuring the buy-in of country governments; the limited availability of institutions capable of conducting good-quality research and analysis in peacebuilding and education; and delays in recruitment, selection and contracting of qualified consultants. For many staff and partners, peacebuilding was a new concept that required time to be understood. However, both the process of conducting the PBEA conflict analyses and the outcomes yielded important advancements. Through participatory consultation and validation, conflict analyses contributed to peacebuilding by fostering dialogue and strengthening social cohesion among opposing groups. The conflict analyses findings were highly valued among stakeholder groups and served as an important entry point for cross-sectoral dialogue on the role of education in peacebuilding. Further, the analysis process resulted in strategic partnerships across United Nations agencies, within and between government ministries, and with other donor agencies and civil society partners. Overview of results for 2012 In addition to the conflict analyses, significant results have been reported towards the five global outcomes in 2012. Outcome 1 seeks increased inclusion of education into peacebuilding and conflict-reduction policies, analysis and implementation and increased inclusion of peacebuilding in education sector policies, strategies and approaches. In 2012, UNICEF country offices used conflict analyses to raise awareness and understanding 2012 PBEA Consolidated Report 30 June 2013 Page ix of how education is being affected by conflict and the role education can play as an enabler of peace. These efforts have been accompanied by sustained advocacy, dialogue and coordination with education and peacebuilding actors. Country offices have begun influencing national education curricula to integrate peacebuilding concepts such as human rights, life skills and peace education, and to improve social cohesion. Country offices have also been successful in integrating peacebuilding within education sector planning processes in a number of countries. Cross-sectoral and multi-stakeholder working groups have formed at the country and regional levels to support this process. These groups offer the potential for long-term ownership and sustainability of the PBEA programme. Outcome 2 focuses on building the institutional capacities needed for conflict-sensitive and peace education. During 2012, almost all countries held training sessions and workshops and were active in supporting government ministries in building their capacities. Approximately 400 UNICEF staff members from education and other sections participated in training for conflict analysis, conflict sensitivity and conflict-sensitive programming. In Burundi, Chad, the Democratic Republic of the Congo, Sierra Leone and Somalia, UNICEF staff training in peacebuilding and education was opened up to Ministry of Education staff and civil society partners. Country offices in Sierra Leone and the Democratic Republic of the Congo provided training for teachers in the skills they will need to promote conflict resolution, inclusion, equity and peacebuilding within their classrooms. Several countries began supporting improvements in education data collection and addressing the inequalities in education provision that can drive conflict. In Uganda, UNICEF reached beyond the Ministry of Education to include the police, judiciary and lawyers in addressing violence against children. The West and Central Africa Regional Office and the Eastern and Southern Africa Regional Office have initiated work on a joint capacity-building strategy for the regions. Outcome 3 focuses on building social cohesion and resilience at the community and individual levels. In 2012, country offices provided students and community members with the skills to promote conflict resolution, inclusion, equity and peacebuilding at the school level. This was supported through the creation of risk-informed school improvement plans; the formation of children’s clubs to promote peaceful coexistence; and the sensitization of parent committees, community leaders and school staff on conflict resolution, gender-based violence and the prevention of violence towards children. These initiatives helped create awareness of problems experienced in the school environment and fostered ownership of schools as community property to mitigate and protect schools from attacks. In addition, country offices reached 46,000 children and youth through cultural activities and sports to rebuild social cohesion and strengthen common identity. And, in Uganda, 3,463 youth received financial literacy training to help provide them with life skills and employment training. Outcome 4 focuses on the provision of education as a peace dividend and restoring key 2012 PBEA Consolidated Report 30 June 2013 Page x